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RELATIVE EFFECTS OF WHOLE‐WORD AND PHONETIC‐PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES
Author(s) -
Barbetta Patricia M.,
Heward William L.,
Bradley Donna M. C.
Publication year - 1993
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1993.26-99
Subject(s) - psychology , word (group theory) , sight , word recognition , cognitive psychology , word learning , audiology , linguistics , developmental psychology , reading (process) , vocabulary , medicine , philosophy , physics , astronomy
We used an alternating treatments design to compare the effects of two procedures for correcting student errors during sight word drills. Each of the 5 participating students with developmental disabilities was provided daily one‐to‐one instruction on individualized sets of 14 unknown words. Each week's new set of unknown words was divided randomly into two groups of equal size. Student errors during instruction were immediately followed by whole‐word error correction (the teacher stated the complete word and the student repeated it) for one group of words and by phonetic‐prompt error correction (the teacher provided phonetic prompts) for the other group of words. During instruction, all 5 students read correctly a higher percentage of whole‐word corrected words than phonetic‐prompt corrected words. Data from same‐day tests (immediately following instruction) and next‐day tests showed the students learned more words taught with whole‐word error correction than they learned with phonetic‐prompt error correction.